Factors Contributing to Arizona Elementary General Music Teachers' Attitudes and Practices Regarding Multicultural Music Education

by Petersen Jr., Gerald Anthony.

Abstract (Summary)

The purpose of this study was to provide specific data regarding the level
of multiculturalism of Arizona elementary general music teachers and their
utilization of multicultural music education in curriculum and activities. Data
gathered was used to investigate the relationship between a teacher’s life
experience, personal attitudes, personal behavior, and professional behavior with
their developing and employing multicultural music education.
Subjects included Arizona elementary general music teachers (N=280)
during the 2004-05 school year. The Personal Multicultural Assessment and the
Music Specialist’s Multicultural Music Education Survey were sent to the
teachers along with a demographic report sheet. Data analysis included
descriptive statistics, correlational analysis (Pearson-Product Moment
Correlation), analysis of variance (ANOVA), and a multiple regression.
The results of the survey indicated that Arizona elementary general music
teachers are functioning at varying levels of multiculturalism. The teachers’
Personal Multicultural Assessmentmean scores ranked at the third level of the
Multicultural Personae in the areas of Personal Behavior, Professional Behavior,
and on the Composite score. The areas of Life Experience and Personal Attitude
ranked at the second level of the Multicultural Personae.
Statistically significant relationships were found between the population of
the teachers’ hometown and the Life Experience subscale score and the
Composite score. The undergraduate institution from which the teacher
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graduated was positively related to the Personal Behavior subscale score and the
Composite score. Though the majority of Arizona elementary general music
teachers felt inadequately prepared for teaching multicultural music education or
have ethnic instruments, they reported utilizing the majority of regional-specific
world music.
Life experience was a significant factor in determining music teachers’
utilization of multicultural music education. This study demonstrated that
Arizona elementary general music teachers’ personal attitudes, personal behavior,
and professional behavior regarding multiculturalism may not have effected their
utilization of multicultural music education.
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